{"id":1421,"date":"2021-01-27T11:35:00","date_gmt":"2021-01-27T11:35:00","guid":{"rendered":"http:\/\/blog.uclm.es\/grupolabintic\/?p=1421"},"modified":"2022-12-08T07:51:25","modified_gmt":"2022-12-08T07:51:25","slug":"1421","status":"publish","type":"post","link":"https:\/\/blog.uclm.es\/grupolabintic\/2021\/01\/27\/1421\/","title":{"rendered":"Creaci\u00f3n y uso de escenarios de realidad virtual en la formaci\u00f3n inicial de maestros"},"content":{"rendered":"[et_pb_section fb_built=\u00bb1″ admin_label=\u00bbsection\u00bb _builder_version=\u00bb4.8.1″ custom_padding=\u00bb0px|||||\u00bb][et_pb_row admin_label=\u00bbrow\u00bb _builder_version=\u00bb3.25″ background_size=\u00bbinitial\u00bb background_position=\u00bbtop_left\u00bb background_repeat=\u00bbrepeat\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb3.25″ custom_padding=\u00bb|||\u00bb custom_padding__hover=\u00bb|||\u00bb][et_pb_text admin_label=\u00bbText\u00bb _builder_version=\u00bb3.27.4″ background_size=\u00bbinitial\u00bb background_position=\u00bbtop_left\u00bb background_repeat=\u00bbrepeat\u00bb]

LabinTIC participa en el congreso CIDU 2021. Congreso Iberoam\u00e9ricano de Docencia Universitaria con el p\u00f3ster titulado \u00ab<\/span>Creaci\u00f3n y uso de escenarios de realidad virtual en la formaci\u00f3n inicial de maestros<\/span><\/span>\u00ab.<\/span><\/strong><\/p>\n

Resumen<\/span><\/b>\u00a0<\/span><\/p>\n

La integraci\u00f3n de tecnolog\u00edas emergentes en contextos educativos conlleva el dise\u00f1o de nuevas herramientas de aprendizaje. A su vez, la evoluci\u00f3n pedag\u00f3gica hacia una participaci\u00f3n m\u00e1s activa del alumnado requiere el desarrollo de nuevas competencias docentes. Competencias que, con frecuencia, est\u00e1n ligadas al uso de estas tecnolog\u00edas, pues permiten la ruptura de las barreras espaciotemporales y pasar de considerar al alumno como mero receptor de informaci\u00f3n, a ser el elemento principal del proceso de ense\u00f1anza-aprendizaje. As\u00ed, un creciente n\u00famero de recursos pedag\u00f3gicos permite ampliar las experiencias humanas a trav\u00e9s de la introducci\u00f3n de entornos generados por ordenador (1). Entre estas herramientas destaca la Realidad Virtual (RV). La RV se puede definir como una tecnolog\u00eda que genera una inmersi\u00f3n virtual en un entorno digital, gracias a una simulaci\u00f3n por ordenador que permite al usuario sumergirse dentro de un mundo tridimensional interactivo (2). As\u00ed, se facilita la aparici\u00f3n de entornos de aprendizaje inmersivos en contextos virtuales (3) que permiten a los estudiantes aprender dentro de un mundo creado con tal fin. Los docentes presentes y futuros requieren de un nuevo planteamiento formativo que les capacite para integrar eficazmente estas tecnolog\u00edas en el aula. En este trabajo, se presenta una experiencia piloto realizada con estudiantes del Grado de Maestro en Educaci\u00f3n Primaria de la Facultad de Educaci\u00f3n de Albacete (UCLM), en la que los futuros docentes trabajaron con la herramienta\u00a0<\/span>CoSpaces<\/span><\/i>\u00a0Edu<\/span><\/i>\u00a0en la creaci\u00f3n de entornos virtuales para la ense\u00f1anza de las Ciencias Sociales. Las opiniones de los estudiantes, sobre las posibilidades y debilidades de su uso, nos adelantan algunas conclusiones coincidentes con las obtenidas en otros estudios: en lo positivo, el aumento del inter\u00e9s, el compromiso y una mejor participaci\u00f3n e interacci\u00f3n de los estudiantes; en lo negativo, el tiempo, el esfuerzo y la necesidad de formaci\u00f3n, por parte de los profesores.\u00a0<\/span>\u00a0<\/span><\/p>\n

Palabras clave<\/span><\/b>: Realidad Virtual;\u00a0<\/span>F<\/span>uturos\u00a0<\/span>D<\/span>ocentes;\u00a0<\/span>I<\/span>nnovaci\u00f3n\u00a0<\/span>E<\/span>ducativa;\u00a0<\/span>U<\/span>niversidad;\u00a0<\/span>F<\/span>ormaci\u00f3n del\u00a0<\/span>P<\/span>rofesorado.<\/span>\u00a0<\/span><\/p>\n

<\/span><\/p>\n

Abstract<\/span><\/b>\u00a0<\/span><\/p>\n

T<\/span>he integration of emerging technologies in educational contexts entails the design of new learning tools. In turn, the pedagogical evolution towards more active participation of students requires the development of new teaching\u00a0<\/span>competences<\/span>.<\/span>\u00a0These<\/span>\u00a0<\/span>c<\/span>ompetences are often linked to the use of these technologies, as they allow the breakdown of space-time barriers and go from considering the student as a mere receiver of information to being the main element of the teaching-learning process. Thus, a growing number of pedagogical resources make possible to\u00a0<\/span>enlarge<\/span>\u00a0human experiences through the introduction of computer-generated environments (1). Among these tools, Virtual Reality (VR) stands out. VR can be defined as a technology that generates a virtual immersion in a digital environment, thanks to a computer simulation that\u00a0<\/span>enable<\/span>\u00a0user<\/span>s<\/span>\u00a0to immerse themselves in an interactive three-dimensional world (2). Thus, the\u00a0<\/span>emergence of immersive learning environments in virtual contexts (3) that allow<\/span>s<\/span>\u00a0students to learn within a world created for this purpose is facilitated. In this work, a pilot experience carried out with students of the master\u2019s degree in Primary Education of the Albacete\u00a0<\/span>Faculty<\/span>\u00a0of Education (UCLM) is presented, in which future teachers worked with the\u00a0<\/span>CoSpaces<\/span>\u00a0Edu tool in the creation of virtual environments for the teaching of Social Sciences. The opinions of the students, on the possibilities and weaknesses of its use, advance us some conclusions that coincide with those obtained in other studies: on the positive side, increased interest, commitment, and better student participation and interaction; on the negative<\/span>\u00a0side<\/span>, time, effort, and the need for training, on the part of the teachers.<\/span>\u00a0<\/span><\/p>\n

Keywords:\u00a0<\/span><\/b>Virtual Reality;\u00a0<\/span>F<\/span>uture\u00a0<\/span>Teachers; Educational Innovation; University;\u00a0<\/span>Teach<\/span>er<\/span>\u00a0Training.<\/span>\u00a0<\/span><\/p>\n

Referencias<\/span><\/b>:<\/span>\u00a0<\/span><\/p>\n

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  1. Brown, M., McCormack, M., Reeves, J., Brooks, D. C.<\/span>\u00a0y<\/span>\u00a0<\/span>Grajek<\/span>, S. (2020). 2020 EDUCAUSE Horizon Report Teaching and Learning Edition. https:\/\/www.educause.edu\/horizon-report-2020<\/span>\u00a0<\/span><\/li>\n
  2. Villena, R., C\u00f3zar, R., Gonz\u00e1lez-Calero, J. A.<\/span>\u00a0y<\/span>\u00a0L\u00f3pez, I. (2019).\u00a0<\/span>Strolling through a city of the Roman Empire: an analysis of the potential of virtual reality to teach history in Primary Education. Interactive Learning Environments, 1\u201311.\u00a0<\/span>https:\/\/doi.org\/10.1080\/10494820.2019.1674886<\/span><\/a>\u00a0<\/span><\/li>\n
  3. D\u00edaz, M.\u00a0 (2016).\u00a0 Augmented Reality Versus Virtual Reality:\u00a0 The Battle Is Real.\u00a0<\/span>Techcrunch<\/span>.\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ol>\n

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    <\/p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u00bb4.8.1″ _module_preset=\u00bbdefault\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.8.1″ _module_preset=\u00bbdefault\u00bb][et_pb_image src=\u00bbhttps:\/\/blog.uclm.es\/grupolabintic\/wp-content\/uploads\/sites\/174\/2021\/02\/Tirado-Olivares_S_Creacion-y-uso-de-escenarios-de-realidad-virtual-en-la-formacion-inicial-de-maestros-scaled-1.jpg\u00bb title_text=\u00bbTirado-Olivares_S_Creaci\u00f3n y uso de escenarios de realidad virtual en la formaci\u00f3n inicial de maestros\u00bb _builder_version=\u00bb4.8.1″ _module_preset=\u00bbdefault\u00bb][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section]","protected":false},"excerpt":{"rendered":"

    [et_pb_section fb_built=\u00bb1″ admin_label=\u00bbsection\u00bb _builder_version=\u00bb4.8.1″ custom_padding=\u00bb0px|||||\u00bb][et_pb_row admin_label=\u00bbrow\u00bb _builder_version=\u00bb3.25″ background_size=\u00bbinitial\u00bb background_position=\u00bbtop_left\u00bb background_repeat=\u00bbrepeat\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb3.25″ custom_padding=\u00bb|||\u00bb custom_padding__hover=\u00bb|||\u00bb][et_pb_text admin_label=\u00bbText\u00bb _builder_version=\u00bb3.27.4″ background_size=\u00bbinitial\u00bb background_position=\u00bbtop_left\u00bb background_repeat=\u00bbrepeat\u00bb] LabinTIC participa en el congreso CIDU 2021. Congreso Iberoam\u00e9ricano de Docencia Universitaria con el p\u00f3ster titulado \u00abCreaci\u00f3n y uso de escenarios de realidad virtual en la formaci\u00f3n inicial de maestros\u00ab. Resumen\u00a0 La integraci\u00f3n de tecnolog\u00edas emergentes … <\/p>\n

    Continuar leyendo \u00abCreaci\u00f3n y uso de escenarios de realidad virtual en la formaci\u00f3n inicial de maestros\u00bb<\/span><\/a><\/p>\n","protected":false},"author":237,"featured_media":1401,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-1421","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-investigacion"],"_links":{"self":[{"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/posts\/1421","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/comments?post=1421"}],"version-history":[{"count":1,"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/posts\/1421\/revisions"}],"predecessor-version":[{"id":2171,"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/posts\/1421\/revisions\/2171"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/media\/1401"}],"wp:attachment":[{"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/media?parent=1421"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/categories?post=1421"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.uclm.es\/grupolabintic\/wp-json\/wp\/v2\/tags?post=1421"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}